RH2: I can determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key
details and ideas
RH3: I can evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain
11-12R8: I can delineate and evaluate an argument in applicable texts, applying a lens
(e.g., constitutional principles, logical fallacy, legal reasoning, belief systems, codes of
ethics, philosophies, etc.) to assess the validity or fallacy of key arguments,
determining whether the supporting evidence is relevant and sufficient
11-12W1: Write arguments to support claims that analyze substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
(note for those reading Long Way Down, our share out, for which you receive the bonus, is on Thursday, June 3 from to 8. I will send you the link, when I receive it.)
Over the next two weeks we will be looking at how, why and how many people move around the world and how one the The Great Migration has resonated in literature and art.
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What is migration?
1. To begin: In your own words, in the chat, please write what migration means to you.
2. Now take a look at the two charts below.
Migration 1 assignment: Monday, May 24.
Below you will find two charts labelled chart 1 and chart 2:
Based upon your reading of the charts, respond to the following in this organizer.
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Chart 1:
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1.
Approximately, how many migrated in 1950?
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2.
Approximately, how many more people migrated
between 1960 and 2020?
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Chart 2:
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1.
Based upon the map, name two countries where
people are emigrating from.
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2.
Based upon the map, name two countries people
are immigrating to.
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Chart 1:
Chart 2: Below is a chart of the net migration rate around the world. It shows the rate of people leaving the country (emigrants) per 1000 to the places in the world where they might be going (immigrant) So one emigrates from some place and immigrates to some place.
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3. Read over the definition of a migrant.
How Do We Define a Migrant?
Before we get into why people migrate, let’s first discuss who we’re talking about. There were 244 million migrants internationally in 2018, accounting for 3.3% of global population. Since the year 2000, the total number of international migrants has increased by 85 million (49%). The International Organization for Migration (IOM) defines a migrant as, “A person who moves away from their place of usual residence, whether within a country or across an international border, temporarily or permanently, and for a variety of reasons.” So in layman’s terms, a migrant is a person who moves their home from one place to another.
4. What is meant by push / pull factors? What in your own life would be a push/ pull situation?
Push/Pull Factors
Four Most Common Types of Migration
1. LABOR MIGRATION – 164 MILLION
Labor migration is defined as, “The movement of persons from one State to another, or within their own country of residence, for the purpose of employment.”
Place in chat thought: why can't someone find a job where they live?
2. FORCED MIGRATION OR DISPLACEMENT
Forced migration or displacement is defined as, “The movement of persons who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters.”
Place in chat thought: Name a situation that you know about that falls under one of these categories. Take a minute to find one, if one does not come to mind.
3. HUMAN TRAFFICKING AND MODERN SLAVERY – 25 MILLION
Human trafficking and modern slavery are defined as, “The action or practice of illegally transporting people from one country or area to another, typically for the purposes of forced labor or sexual exploitation.”
4. ENVIRONMENTAL MIGRATION – 17.2 MILLION
Environmental migration is defined as, “Persons or groups of persons who, predominantly for reasons of sudden or progressive changes in the environment that adversely affect their lives or living conditions, are obliged to leave their habitual homes, or choose to do so, either temporarily or permanently, and who move within their country or abroad.”
1. drought- Ethiopia, Kenya, Somalia
2. hunger- Nigeria (locusts), Afganistan, Lesotho, Liberia, Mozambique, Haiti, Chad
3. flooding- Malawi, Micronesia
4. earthquakes- Nepal, Afganistan, Mexico, Haiti
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Migration, Assignment 2: After reading the following poem, answer the following questions. Copy the questions below and share. dorothy.parker@rcsdk12.org
1. According to the poem, how is the boy who died described? Write a complete sentence, weaving in text.
2. Where and to whom was the boy heading? (Weave in text)
3. According to poem, if someone makes it across the border, what might happen. (list the possibilities)
4. According to the poem, what is the unifying force that connects all people and why is this significant?
Not One more Refugee Death by Emmy Pérez
vocabulary:
vigil-a period on keeping awake when one is usually asleep
la sangre de vida-the life blood
derechos- rights
Bienvenidos a los Estados Unidos-welcome to the United States
copal- a resin that is used as an insense
los cuatro puntos- the four points
niños- children
Today at the vigil, the native singer
said we are all connected
by water, la sangre de vida.
Today, our vigil signs proclaimed
McAllen is not Murrieta.
#iamborderless. Derechos
Inmigrantes=Derechos
Humanos. Bienvenidos niños.
We stand with refugee children.
We are all human. Bienvenidos
a los Estados Unidos.
And the songs we sang
the copal that burned
and the rose petals spread
en los cuatro puntos were
for the children and women
and men. Songs
for the Guatemalan
boy with an Elvis belt buckle
and Angry Birds jeans with zippers
on back pockets who was found
shirtless in La Joya, one mile
from the river. The worn jeans
that helped identify his body
in the news more times
than a photo of him while alive.
(I never knew why the birds
are angry. My mother said
someone stole their eggs.)
The Tejas sun took a boy
I do not know, a young man
who wanted to reach Chicago,
his brother's number etched in
his belt, his mother's pleas not
to leave in white rosary beads
he carried. The sun in Tejas
stopped a boy the river held.
Detention centers filled, churches
offer showers and fresh clothes.
Water and a covered porch may
have waited at a stranger's house
or in a patrol truck had his body
not collapsed. Half of our bodies
are made of water, and we can't
sponge rivers through skin
and release them again
like rain clouds. Today
at the vigil the native singer
sang we are all connected
by water, la sangre de vida.
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Thursday/ Friday, May 27/ May 28
From Jacob Lawrence’s series The Great Migration.
Not all migration stories are across national borders. In fact, humans have been on the move well before the creation of national borders. Despite the lack of an international boundary, it does not mean that the decision to migrate is not a complicated one. It involves uprooting one’s self, sometimes one’s family, and taking a journey to a new land, with new rules and customs. While migration can be liberating, it can also be difficult.
Some have argued that the migration of six million African Americans to the North, between the end of World War I and continuing to the 1970s, is more similar to stories of international refugees that other voluntary migrations that have shaped the history of the United States. Others push back, arguing that talking about African Americans as refugees, in a country that is constitutionally obligated to guarantee equal rights for all citizens is offensive. In this TED talk, scholar and author Isabel Wilkerson explores the power of the decisions made by African Americans to leave the Jim Crow South.
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Vocabulary:
- agrarian - the cultivation (preparing for crops) of land
- Bestiality - savagely cruel, or depraved, animal-like behavior
- Agency - the ability to exert power
Assignment 3: Migration Due Friday, May 28
You have class time on Thursday and Friday to write.
In a approximately, 250 words, summarize Isabel Wilkerson's talk on how a single decision had a rippling effect on the course of American history.
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